This special issue of Contemporary Educational Psychology advances research on authentic school belonging by examining its facilitators, barriers, and mechanisms through sociopolitical and equity-focused lenses, including a particular emphasis on the experiences of marginalized students across educational contexts.
Please see the complete call for abstracts (due March 1, 2026) and direct any inquiries to Chris Rozek (crozek@wustl.edu) and Carlton Fong (carltonfong@txstate.edu):